tv Public Affairs CSPAN May 24, 2013 7:00pm-8:01pm EDT
>> the impact has not been as strong as it should be. we are trying to put together all of the resources behind it to make sure that we are doing a couple of different things. one that would bring the master teacher coors and help keep those teachers in the field. and then we want to invest in communities. whether it be intercity or the really strong public partnership around stem. k-12, all working together to extend innovation. there is a chance to do some creative things, as we always do. showing that this disagreement community can have access to good opportunities.
>> will soon be introducing the skills of classroom and life. this recognizes core subjects ensuring that schools have teitelbaum entitled to, for physical and mental capabilities. as we move towards this, what do you recognize for physical and help educationist core subjects for the reauthorization process? >> you and i are both trying to be athletes. the chance to run around and burn off steam, for me to do well academically, i need those opportunities, and that is what is true for me and some young children today. my wife is a former physical education teacher in whatever and whatever we can do to make sure whether it is physical education, recess, i'm a huge proponent of that -- these have
efforts could but we never question your opportunities. i thank you. this includes improving postsecondary education. it is not the best of topics, but it is designed to make sure that families commenced to go through the important investment education. our hope is to streamline that data and improve reporting and burdens for colleges and any comments or thoughts you have on the. >> i love the direction you're trying to go in. whatever we can do to add
transparency, clarity, we have the best system of higher education in the world. but we are the marketplace for choosing the right schools. >> we are trying to work with folks. we are committed to working with you. >> it makes a difference for young people. it's really important. do not discount the importance. >> this matters. no one no doubt about it. this includes the product of pell grants, which is incredibly important program. we don't really report or measure our society with the outcomes of pell grants. what are your thoughts on
measuring outcomes? >> in the heart of transparency, we are looking at access and completion. looking at children recipients. seeing which are taking this mission seriously. so the right investment is one of the things i am most out of. it is still tremendous and we need to reiterate the proposed budget and what it would lead to, a reduction in access of pell grants by were $4 billion. and how is that in our nations best interest? >> again, the point i would me, it sounds like you agree that when you start to measure what the outcomes are, he gives us the opportunity to shape the policy. >> absolutely. >> the third issue includes tight budget times.
our annual budget is about $40 million. about 3.4 million of that is provided by federal funding. this has raised the issue of the impact of obamacare on our local budget. as you are probably well aware, the provisions of obamacare irish health insurance for any employee that works more than 30 hours per week. the question is teacher's aides and other employees will be required to cover them with obamacare or cut back the hours were these teachers aides. the local superintendent estimate about an 800,000-dollar impact on schools, a 2% cut on $40 million of the budget. about 20% reduction in the federal benefit.
>> i would be happy take a look into this and reach out. we actually have a team in our department working on the with the affordable care act. so if you could bleed me this information, we will follow up. >> thank you. i appreciate your help. >> the gentleman yields back. >> thank you very much, mr. chairman. and you for your testimony and your years of service for the students. when i review the blueprint for the reform, i have accountability and assessment and it reminds me about your comment from two years ago about developments. and we talk about cutting physical education, which is a big concern. i think competitive funding
proposals include budgets and value choices. >> there people who are creative and innovative who are taking. it comes from a well-rounded education with art and music and physical education. we need to stimulate the intellectual curiosity. so in the proposed budget, there are $75 million to expand these practices for teaching, learning, the arts, education, foreign languages, history and jarvie and environmental education and financial literacy and other subjects.
so in light of the fact that a lot of students today will be doing jobs that do not exist now and in making things that haven't been invented yet, what policies will lead to cultivating creative entrepreneurial students? so that is obviously a funding source. i would argue that many see states raising standards, critical thinking skills from all of those things that need to be successful, please challenge me and challenge our team. i cannot overstate how all of those things you talk about need to be the norm, not the exception. for first and second and third and fourth graders, those who give the skills, self-esteem, those who developed a passion and a love for something beyond the traditional academic subjects. so there are lots of other ways
that we can talk about future programs, which includes much of what you're asking. please challenge us to do more. the other thing is there is a fixation just on an absolute test score. i do want to look at growth and gain and how much students are improving. including third-grade test scores, the dropout rate, and how we have seen the creativity move here. looking at graduation rates. looking at reductions in dropout rates. looking at college rates. or% of students are staying in college and perseverance, what percent of kids need remedial classes. just a fundamental accountability system that has tried to move away from it hocus of test scores to a more holistic set of indicators. but if you're going to reduce the dropout rate, i think you have to attack all the things you're talking about. so we are trying to change the
incentive structure. those kinds of opportunities and learning experiences need to be the norm and not the exception. if you have thoughts on how to get a better, we would love to hear them. >> i'm going to be introducing the new child initiative. this includes how we can improve and enhance and discipline. last weekend i had the opportunity to hear those who spoke about poverty. including a person who came from very poor circumstances. a tough life growing up. this includes how she survives throughout the cycle of poverty and what she is doing now compared to where she came from, which really is remarkable.
ballet that i just saw in chicago a few weeks ago, i know you're probably familiar with that and the kids these kids in chicago who are learning that as well, that is very fascinating. i never thought i'd see this in ballet. talk to me about the waiver process. how much time did you spend personally involved in that process and deciding who gets a waiver and who doesn't? >> not a lot of personal time, it is pretty clear that he spent a lot of personal time trying to think about what would be part of the philosophy of what we try to accomplish.
all letters that are coming out now, if you're the head of an organization, you are creating a culture. in the letters do not track or personal phone conversations in this respect. back in 2012, we asked to see the schedule. because we have oversight of no child left behind. as we can argue that it's good or bad, that's not the point of my question. we have a duty to see what the department heads.
with regard to the waivers. including a letter that i saw where this includes asking of the implementation process. the department has been transparent just like you did when he responded to a letter. there are different ways, that you can take that to mean that it was also a subtle threats to check with your counsel. we don't have responded these people here. determining what is appropriate or not.
looking at my schedule would not -- it's a difficult way to figure out how much time and we don't want the title of the meeting is. i'm up at night thinking about this and sometimes it seems like an issue. >> would you send the settlement add to it? >> this kind of time, this much time? >> yes, we have spent a lot of times and came out of. >> can you answer the question? >> i don't know the details. >> how much time you need? >> looking at your schedule yourself, giving us a ballpark figure, how much time you spent on these waivers? >> again, just to be clear, i spend a lot of time thinking about the philosophy behind them and not so much on individual waves. >> what would we expect them
not? >> [inaudible] >> you can give us a day or a month? >> it is an odd request, sir. i don't understand. >> it shouldn't be that auto they request to understand from circumventing federal law how much time you're personally spending on these decisions. >> well -- >> what do you mean? >> i'm a little taken back because i've never had this question. >> well, it was asked in june 2012. we are running out of time. let's move on. >> to be clear, the other is frankly concerned about this. we have a mitigation to knock down the worry and i'm trying to have lots of answers that i am providing today. frankly,.
>> this is the language. is there any other standard that would go through this? >> the gentleman's time has expired. >> okay. you we will take it for the record i will give you a chance later. >> need to be really clear. >> it is noted. >> okay. >> thank you, mr. chairman. at a time when congress is investing in children, i want to thank you, mr. secretary. i would like to thank the president for putting forward a proposal that has a folded her sacred obligations to educate our young people.
and i applaud your focus on funding education at a time when sequester cuts are decimating programs like head start and research research and stem education. robust funding for education is essential for ensuring that young people can live out their fullest potential and that this nation has an economy that can reach its long-term potential. the earlier we begin teaching our children in science and engineering and math, i know that it works. this includes how we must start early. i have one advocate today. research shows teacher qualification in sharing
high-quality and producing all the benefits for children that we want to be. the findings of this with national education research demonstrate that low levels of compensation diminishes the ability to retain highly trained workforce necessary for high-quality childhood education. how can the administration sure that the workforce is adequately compensating the and we are in a position to provide high-quality education that includes the production of the desired benefit with children. especially in the sciences and math. what you see is what demonstration can do? >> we have to start early.
i just want people to understand that this is $75 billion for a proposal. this is a really big deal. we think it is an active game changer. part of these resources can be better used to compensate teachers and making sure they have the ability to compensate in these areas. raising the quality and the training of both who participate in this program. there is a huge emphasis there having to follow up. this is part of the mediocre programming and that does not change. it has to be high-quality and we have the ability to continue to learn and adjust to the changes. it is hugely important to make sure that we have that quality benchmark. >> according to the education london, the republicans budget, the ryan budget cut head start
by an additional 900 million on top of the 401 million cuts on the sequester. what impact do you think this would have to ensure that all children have the skills that they need in school? >> appreciate the question. the fact is less than three in 10 young people have that quality. so if you were to cut about 1.4 billion, there would be tens of thousands of fewer children would have the chance to go. right now you see head start programs in the early this year because they are running out of money due to sequester. two weeks or been knocked being knocked off at the end of the schedule. children need longer days and weeks, not less time. why we do these things not in our nation's interest is mind
boggling to me. >> what do you think the administration can do to fill that gap and make sure that we plan to do marketing outside of washington, this is a huge amount of interest, republican and democratic interests, mississippi, alabama, i can go down the list of republican governors who have put in huge resources behind us. so i think that we can build an interesting coalition of bipartisan governors and ceos, a language that they get appearance in head start communities, including faith-based communities, military generals who like this come as the attorneys and police chiefs and other reductions in crime and support it. i think that we can build a really interesting coalition. governor snyder was very
supportive. for all the dysfunction in the world, there is a chance we can try to move this. that includes me spending a huge amount of my time building a coalition. >> thank you for coming here today. my first two years include stuff i enjoyed like how we work together and try to work together the one thing that i got involved with was part of what was being discussed. one thing was a bipartisan agreement. a private school or whatever. i was in some meetings that were bipartisan but some of the more frustrating aspects.
in this includes meeting with members of your organization or department. i just want to talk about that again. just last week, as you know, a report about a member of the department talking about program integrity. and then we had some issue with the negotiating rulemaking process. can you go through those and how this can affect how we are going forward imax. >> yes, the ig has taken a thorough look there. we have a relationship with the ig. honestly, this includes what comes back from the ig. >> you have any recommendations, sir? >> that is an ongoing investigation. >> okay. thank you, i yield back. >> the gentleman yields back.
>> thank you, mr. secretary. it is good to see you. making a comment, going over this. you know and i know many people know that this was a judicial mandate, communities educate children on that. the federal government stepped in to voluntarily accept this basis. we have appropriately authorized education, but we never appropriated the full amount. the republicans on this committee put forth amendments to fully fund this. i really glad to hear. >> i think there are 320 members of congress. >> the republican budget cuts at
bio $2 billion. so we are putting the rhetoric and the reality here. we also have the burden on our children for a deficit. this includes interest rate savings for students and parents between 2013 and 2018 to be able to have $30 billion of savings and at least a billion dollars that was passed with this committee recently. >> it is a long-term fix. i want to take on tough issues, and moved to all the other issues. i don't want to come back year after year on the same stock.
i'm thrilled i am thrilled that we were able to get this done. >> let me ask you a question. and the numbers of millions of students that are caring about high debt, that is a very high interest rate. what are the administration's thoughts on getting relief for that? >> i am happy to have the conversations about this. including students working with the debt surpasses a trillion dollars. the more we think about these things comprehensively in a bipartisan way, we welcome a conversation. >> we hope to put $17 billion back in the economy and help all these families out with that. i hope that we will look in that
direction. >> we are trying to get them out of their parent's house to move forward. >> that is real. senator durbin has this and i yield back the time. >> thank you, mr. chairman. welcome, secretary. >> i'm continuing to figure how we are demonstrating this for the fiscal year 2015. a minute ago you talked about the fact that we now have 9 million participants in the program for the program program. that is up from $5 million just six years ago. the cost was about 12 elion. we have tripled the cost.
what reforms we have available to help lower the cost? especially after receiving telegram money, what can we do to bring the cost down rather than more money? >> i think that this is a real question of how we make it more efficient. i would like to make education more affordable. we have that conversation. and i would like to view more is really clear.
we cannot sustain that path everyone is going to lose out. >> what we have to do is find ways to get states to invest. we have to get universities to become more efficient with technology and different ways to get the result, encouraging universities and we provide some incentive to give states and universities attempt to behave differently. >> we just continue to throw
more money. >> 40 states have cut funding. i appreciate your willingness to reach out. i think that you are the only secretary they came that came to my office and met with me. and i think that we all appreciate that very much. >> it was a good hour. >> thank you, sir. i appreciate that. how much time do we have,
mr. chairman? >> that is perfect. i thank you very much. i would like to pick up a conversation where we left off. we have enough time and i apologize -- i was rushed and asking the questions and perhaps you are rushed in hearing it. in your proposed budget request as i understand it, you are saying you are going to limit funding to states [inaudible]
>> this has to do with the grant program. to which specifically are we talking about? >> includes the recent proposal of the budget. >> again, that is not common, it is high standard. the goal is high. so we would not want to provide this. is there anything the common core? >> yes. >> thank you. >> another person in government, he has served like you have. we have education and the affordable care act that has always been raised and i want to ask you how important it is, and
if there is any way to quantify this. how important the expansion of medicaid services ineligibility and the availability of expanding coverage is going to be? >> i just think it is a series of foundational things if we are serious about those things that have to be in place. physical needs have to be mad. health care needs have to be met. their dental needs have to be mad. if they cannot see the blackboard, they may need eyeglasses. including going to college and those kinds of things. it includes were we can't see the blackboard, where they have health issues, diabetes, asthma, things are not being addressed and it's pretty difficult.
>> there is no question that we are doing this from the academic achievement. >> there is no question. i have worked in communities all my life were children didn't have those kinds of opportunities and the consequences are pretty staggering. when we look into those areas, how much more difficult is it, and at the other end, the company is giving research. so that the jobs could be appealing? >> that presents a really big challenge. i think in areas like math and
science for this, i argue that we should pay math and science teachers more money. competing and we have talked a lot today about technology that can also help to be a game changer. this is where the world is going. and we don't have access to teachers who are comfortable and confident with content and second and fourth grade. they put a cap and trade cap on what we can accomplish. >> responsiveness with digital commons. and their support of that effort. i was in middle school not too long ago. an economically challenged area and i asked the principal if she could estimate out what percentage of her students have access to the internet at home. she said 10%. is there anything that we can do
and i know you're trying to reshape the. >> i don't have the exact number. significant investment they are. again, our hope is her some any states or reasons handers with a focus on being able to talk and express ideas around complex issue, we hope we can over time significantly improve literacy rates in this country. >> thank you, mr. secretary. >> thank you, mr. chairman. first, in response to what mr. rekeyed is asking about, whatever time you spend on the waiver process is time well spent. we appreciate the failure of the congress to reauthorize come easy process contemplated in no child left behind rather than enforce criteria on the left and right. so thank you for whatever time was well spent.
we appreciate it. i also want to compliment you and your focus in opening remarks for early childhood education who seldom do we see a bit of an investment in our future beyond the human ear, simply look at the numbers. he cited the seven to one figure demonstrated a lower special education costs, lower grade repetition, but retailing could see. the savings to take into account the revenue side, a childhood education and hiring for careers in greater taxes back to our country above and beyond the seven to one ratio. the question i had today as charter schools. the president's proposal includes an increase from 255 alien to 205 million. the federal government program to support financing growth across the country. the budget expands grants for replication of high-quality
charter schools already supported more than 335 high-quality expansions. i want to thank you for being a champion for expanding educational choice in charters as well as district schools across the country. the supply of innovative qualities has not caught up with demands. over 600,000 students remain a charter school waiting lists unable to attend the school of their choice, for us to attend a school to parents perceived as inferior and according to objective criteria is inferior. that's why we introduce all students all-star act which will help enable and encourage new charter school startups in addition to the replication and expansion of high-quality charter schools. not all charter schools perform outcome which is when the bill include stronger language around practices, including closing
charters and more accountability for school performance. what about the federal charter school programs has been the most effect is spurring the growth of high-quality charter schools and how do you put those to promote the growth of high-quality charter schools. >> i want to thank you for your leadership on a host of education leadership. thoughtfulness of nuance and complexity we need and i appreciate the ongoing partnership and everything you bring to the table as we discussed these things. i met with a number of high-performing charter groups, cmo's end of his uplifting. they have been able to dramatically expand the number of kids they are serving, still a real need you talked about, but in all candor they would not have been able to have the expansion in the time was it not
for our support, so i felt really good about that. in my view nothing can be magic about charters. that charters are part of the problem. we talk about failing schools about 200 of them are charter schools and the challenge them she closed out and do other things. the question you can push me and my team on is how we continue to replicate faster high-quality end to be clear that's got to be charter and district in charters have been more nimble, march purgatorial and i was recently -- >> we have limited time if you can encourage charters. >> and you think about how we do a better job here. africa is a relatively here. there's some private foundations and this is totally the wrong site.
we have one common enemy and that his academic failure. what have we to do attack that together and replicate success, we need to do that. i want to encourage districts to replicate their high-performing schools and we have not seen enough creativity they are. i want to figure out how incentivize that. >> with a look when elected accountability and turnaround, which is look at charter schools the same way and encourage states and districts to do the same name? >> no 70-year-old -- several nose where they go. as my teacher care about me? in my learning, and may save? would need more schools that look like that. >> thank you for your work. >> thank you, mr. chairman. first of all, is any school child knows who is mark twain when he looked in hartford,
connecticut. so if only i could get steven spielberg to correct the mistake he made the connecticut delegation of the 13th amendment in his movie. that's another hearing. first of all, i want to thank you for your visits to connecticut. and they are come in on friday. sunday ligature across the river to eastern connecticut. it means a lot to the people of my state and your testimony on school safety again was eloquent in terms of the fact only talk about these issues, kids don't feel safe in school spirit the cdc numbers on mental illness with young children that came on a couple days ago has got to be a focus. mr. kline to his credit out of hearing on this top pick and hopefully we can move the issue forward. i was out of the room for a second because i was talking to the headstart director who last monday had a staff meeting announcing six layoffs of teachers and bicyclists are to
60 families doubled as home-based headstart service says. they have 520 kids altogether in the program and will start going into classrooms if we don't turn the poison out here. the can of the budget that came out of the majority, which is below sequester levels, all the talk is moaning about childhood in the benefit, you know, the reality is we are going backwards from the got to address the issue of sequester. i'm sure you're getting these calls on this and total input, but it's going to pick up speed. i'm looking to you to use your platform to warn people about the damage we are doing. >> there are two or three or four articles around the country where the cuts are happening now. whatever i can do to raise the
alarm and talk about the reality of not just was going to happen, but what is happening right now if i'm not doing enough. i'm trying to go where he can to talk about an inch and a spotlight on it. i think people in washington don't begin to understand consequences of their actions. if a spammer time in the real world, how does anyone feel good about that? is that what he came to washington to take what opportunities are poor kids to get off to a good life? compatibly that was. >> three of four euros to cause a structural deficit we are in right now they shouldn't bear the burden. >> native american kids, we're going to give them a worse education and take where their counselors and social workers which is happening right now, families who've given everything for us and we deprive them? i don't get our values. i don't understand.
>> so in any case, this is something i think resonates with the public when they see that damage being done. as a chamber of commerce meeting last week and shared that outcome in a grove when out of room. hopefully we can again -- sequester was not about having sequester go into effect. it was forcing people to sit and compromise. phil graham from texas who is the granddaddy of sequester gave a speech in washington or that's what he said was the purpose of it. nicely and i know mr. tierney asked about extending the 3.4% rate it i would say of someone who's pushing that is we need a higher ed reauthorization bill. when a comprehensive long-term lucian. we are not getting there in 40 days, which is july 1st on the ticking clock. the president's proposal to appoint have something people can work with.
there's a lot of proposals on the other side. that didn't exist a year ago when are doing this issue. we've got to make sure kids are making the decision where to go to school have some confidence in horizon about what decisions their making. >> first of all, think they be better to articulate the reality is part of our job and if or not do not effectively enough. i know is 40 days, but this has some intellectual complexity. the expectations have gotten so low to get anything done, i wish we could take an issue or two issues and figure it out. while compromise. no one will get exactly what they want. but i would love to get it done to get a move on to these other hard issues, dropout rates, reauthorization, so many other things he could spend time on. i want to come back year after year on this.
>> the java manuals back here before we say goodbye and thank you him i want to yield mr. miller or any closing remarks he might have. >> thank you, mr. chairman. mr. secretary, thank you for your time. i agree with my colleagues at the time you spent on waivers is better spent in trying to get a bipartisan resolution out of this congress unfortunately. but i think members i'll understand in the case of, core standards and assessments, this is a creation of the governors. a number of people were surprised in the governors came forward after many years of working, trying to think how they were worldwide competitive entity to attract companies are economic activity they needed a better school system is better standards and performance. can you know, you've allowed
districts they really want to go to the future to go, not be held back the congress is bickering back and forth. as i said in my opening statement, i'm concerned they take everyone with them. the hallmark of this law is the treatment and opportunity for the student, whether they succeed or not. will certainly provide the opportunity a first-class education. along with the common core, i'm quite surprised the response of my state how positive it is has been reluctant on a lot of this in the governors seeking corporations to bring about the response to training sessions in preparation sessions has been dramatic across state. that is all very, very encouraging. the equity proportion is very important and i hope will be able to work out a long-term
bipartisan support for student loan activity. we've got a very serious problem on our hands. there are constructs that can be put together with a shared responsibility of the states continue to walk away, we can put our money and then talk about the bottom. that's what they've been doing here. people are concerned about the pell grants. a lot of people never believe them to be eligible. they lost their income and had to go back to school. they found that to be a very helpful to get a certificate to get in upgrading their skills so they would be ready as the recovery started to happen here. they are not there by choice. they are there by circumstance and that turned out to be a very expensive thing for the program
and underpinnings for those families. i want to thank you for these projects you've undertaken. again, you've heard it from my colleagues. there's a group of people hussein college is not worth it. yes it is. yes it is by every measure. people are saying early childhood education is it worth it. yes it is that almost every measure. it's incredibly important. who know the difference between families and vocabulary acquisition. we met the barriers to that child, their first encounter whether it's the headstart system or a state run programmer can occur. there's a big difference in terms of acquisition, reading skills and the rest of that in terms of colors and numbers. it sounds a basic thing yet so many children come to school without those components. i think we've got better by partnering up with errands and
the involvement come in the education, certain in my area of the state. we realize we transfer to transfer some of those. very exciting things being done, engaging parents and early childhood education and that can occur experience bringing through the childcare position. if were not going to build a first-class receptacle for the students who spend the money on, the early childhood education development, if we dumped them into a substandard system, it's not going to work. we have to do a lot of things at one time to get the system up and running. i really want to approach the administration to continue to push. it's so important to the success of these young children in terms of their participation in the fullness of american society and
fullness of the american economy and democracy in the very diverse country. we need their participation in american society. thank you for spending this time with the committee. >> i too want to thank you for being with us today. a couple things. it's been an extraordinary bipartisan support for a long time for pell grants. we are concerned how much money is going in and is it being spent not only wisely, that it's been abused and we certainly know there is anecdotal evidence being used with a student at the pell grant, by the car never goes to school. we asked the department to look at the program to make sure we are in fact helping not only kid, but as the ranking member said, sometimes people coming back maybe 58.
that's still young to me. people will come back. they'd need access to those pell grants. we want to make sure it's not been abused in a large-scale we get reports that might be the case. on student loans, we talked about this again and again. we had republicans and democrats trying to get to the solution, which i think you're the president have asked what about the long-term solution or remove the interest rates to a place for the rates are determined by the market and i hope you continue to work with us because there's work to be done as is to try to move this through. july 1st is coming and we are not dead yet. but to continue to work with you to get that long-term solution. finally, mr. salmon raised the point about what is called incentive compensation for affiliated third-party entities.
probably nobody outside this room only three people know what this is, do you and i talked about this a number of times, an issue because of departmental action that can a fixed by departmental action. we are working on a legislative solution and we are close and that we had it, but we missed by a little bit. pisinemo give up. i hope you look at it again. i want to thank you for coming here today. it's a pleasure to have you. very excellent testimony, complete answers to questions. and again, i know you're watching closely what's happening in oklahoma and those schools and that you share our concerns and prayers. so there'd be no further business, the committee stands adjourned. [inaudible conversations]
>> former state department official, john limbert and "new york times" reporter talk about developments in the country. mr. limbert was among the captives and the iranian hostage crisis. posted by the project of middle east democracy, this is an hour. >> i am going to give them more americans interview by necty